This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Wilson Smith and Thomas Bender have assembled an essential reference for policymakers, administrators, and all those interested in the history and sociology of higher education.
The liberal arts university has been in decline since well before the virtualization of campus life, increasingly inviting public skepticism about its viability as an institution of personal, civic, and professional growth. New technologies that might have brought people together have instead frustrated the university’s capacity to foster thoughtful citizenship among tomorrow’s leaders and exacerbated socioeconomic inequalities that are poisoning America’s civic culture. With Liberal Education and Citizenship in a Free Society, a collection of 19 original essays, editors Justin Dyer and Constantine Vassiliou present the work of a diverse group of scholars to assess the value of a liberal arts education in the face of market, technological, cultural, and political forces shaping higher learning today.
The study of curriculum, beginning in the early 20th century, first served the areas of school administration and teaching and was used to design and develop programs of study. The field subsequently expanded and drew upon disciplines from the arts, humanities, and social sciences to examine larger educational forces and their effects upon the individual, society, and conceptions of knowledge. Curriculum studies now embraces an array of academic scholarship in relation to personal and institutional needs and interests while it also focuses upon a diverse and complex dynamic among educational experiences, practices, settings, actions, and theories. The Encyclopedia of Curriculum Studies provides a comprehensive introduction to the academic field of curriculum studies for the scholar, student, teacher, and administrator. This two-volume set serves to inform and to introduce terms, events, documents, biographies, and concepts to assist the reader in understanding aspects of this rapidly changing, expansive, and contested field of study. Key Features Displays different perspectives by having authors contribute independent essays on the nature and future of curriculum studies Presents a unique and in-depth treatment of the Twenty-Sixth Yearbook of the National Society for the Study of Education (NSSE), a 1927 publication that has taken on legendary dimensions for the field of curriculum studies Contains bibliographic entries which feature specific publications by curriculum leaders that helped to define the field Helps readers to learn unfamiliar terms and concepts, to become more comfortable with specialized phrases, and to understand the many significant and perplexing concepts and questions that characterize the field Key Themes Biography and Prosopography Concepts and Terms Content Descriptions Influences on Curriculum Studies Inquiry and Research Nature of Curriculum Studies Organizations, Schools, and Projects Publications Theoretical Perspectives Types of Curricula The Encyclopedia of Curriculum Studies offers the careful reader a surprisingly revealing depiction of the conventions, mores, and accepted research and writing practices of the field of curriculum studies as it continues to expand and change. Availability in print and electronic formats provides students with convenient, easy access, wherever they may be.
Free Speech and Liberal Education examines the empirical, philosophical, and remedial dimensions of the battle over free speech and academic freedom in American higher education today.
LIFE Magazine is the treasured photographic magazine that chronicled the 20th Century. It now lives on at LIFE.com, the largest, most amazing collection of professional photography on the internet. Users can browse, search and view photos of today’s people and events. They have free access to share, print and post images for personal use.
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
Part IV. Graduate Studies Introduction Graduate surveys and prospects 1. Bernard Berelson, Graduate Education in the United States, 1960 2. Allan M. Cartter, "The Supply of and Demand for College Teachers," 1966 3. Horace W. Magoun, "The Cartter Report on Quality," 1966 4. William Bowen and Julie Ann Sosa, Prospect for Faculty in the Arts and Sciences, 1989 5. Denise K. Magner, "Decline in Doctorates Earned by Black and White Men Persists," 1989 Improving the Status of Academic Women 6. AHA Committee on the Status of Women in the Profession, (the Rose Report), 1970 Consequences of Democratization 7. Lynn Hunt, "Democratization and Decline?" 1997 Rethinking the Ph.D. 8. Louis Menand, "How to Make a Ph.D. Matter," 1996 9. Robert Weisbuch, "Six Proposals to Revive the Humanities," 1999 10. AAU Report on Graduate Education, 1998 Future Faculty 11. James Duderstadt, "Preparing Future Faculty for Future Universities," 2001 Part V. Disciplines and Interdiscplinarity Introduction The Work of Disciplines 1. Thomas Kuhn, The Structure of Scientific Revolutions, 1962 2. Peter Galison, How Experiments End, 1987 3. Carl E. Schorske, "The New Rigorism in the 1940s and 1950s," 1997 4. David A. Hollinger, "The Disciplines and the Identity Debates," 1997 Area Studies 5. William Nelson Fenton, Area Studies in American Universities, 1947 Black Studies 6. Martin Kilson, "Reflections on Structure and Content in Black Studies," 1973 7. Manning Marable, "We Need New and Critical Study of Race and Ethnicity," 2000 Women's Studies 8. Nancy F. Cott, "The Women's Studies Program: Yale University," 1984 9. Florence Howe, Myths of Coeducation, 1984 10. Ellen Dubois, et. al., Feminist Scholarship, 1985 11. Lynn v. Regents of the University of California, 1981 Interdisciplinarity 12. SSRC, "Negotiating a Passage Between Disciplinary Boundaries," 2000 13. Marian Cleeves Diamond, "A New Alliance for Science Curriculum," 1983 14. Margery Garber, Academic Instincts, 2001 Part VI. Academic Profession Introduction The Intellectual Migration 1. Laura Fermi, Illustrious Immigrants, 1971 At Work in the Academy 2. Jack Hexter, "The Historian and His Day," 1961 3. Steven Weinberg, "Reflections of a Working Scientist," 1974 4. David W. Wolfe [on Carl Woese], Tales from the Underground, 2001 5. Adrienne Rich, "Taking Women Students Seriously," 1979 6. Carolyn Heilbrun, "The Politics of Mind," 1988 7. Lani Guinier, "Becoming Gentlemen," 1994 Working in Universities/Working in Business 8. Judith Glazer-Raymo, "Academia's Equality Myth," 2001 9. Michael McPherson and Gordon Winston, "The Economics of Academic Tenure," 1983 10. American Historical Association, "Who is Teaching in U.S. College Classrooms?" 2000 and "Breakthrough for Part-Timers," 2005 11. Lotte Bailyn, Breaking the Mold, 1993 Teachers as Labor and Management 12. NLRB v. Yeshiva University, 1980 13. Brown University, 342 National Labor Relations Board, 2004 Protocols and Ethics 14. Edward Shils, "The Academic Ethic," 1982 15. Donald Kennedy, Academic Duty, 1997 16. Neil Smelser, Effective Committee Service, 1993 17. Ernest Boyer, Scholarship Reconsidered, 1990 18. Burton R. Clark, "Small Worlds, Different Worlds," 1997 19. James F. Carlin, "Restoring Sanity to an Academic World Gone Mad," 1999 Part VII. Conflicts on And Beyond Campus Introduction What Should the University Do? 1. Students for a Democratic Society, "The Port Huron Statement," 1964 2. Diana Trilling, "The Other Night at Columbia," 1962 Campus Free Speech 3. Goldberg v. Regents of the University of California, 1967 A Learning Community 4. Paul Goodman, The Community of Scholars, 1962 5. Charles Muscatine, Education at Berkeley, 1966 6. Mario Savio, "The Uncertain Future of the Multiversity," 1966 The Franklin Affair 7. John Howard and H. Bruce Franklin, Who Should Run the Universities, 1969 8. H. Bruce Franklin, Back Where You Came From, 1975 9. Franklin v. Leland Stanford University, 1985 10. Donald Kennedy, Academic Duty, 1997 Inquiries 11. Archibald Cox, et al., Crisis at Columbia, 1968 12. William Scranton, et al., Report of the President's Commission on Campus Unrest, 1970 Academic Commitment in Crisis Times 13. Sheldon Wolin, "Remembering Berkeley," 1964 14. Kenneth Bancroft Clark, "Intelligence, the University, and Society," 1967 15. Richard Hofstadter, Commencement Address, 1968 16. William Bouwsma, "On the Relevance of Paideia," 1970 17. John Bunzel, "Six New Threats to the Academy,"
